例谈小学数学描述性概念的教学

发布时间：2018-05-28 10:41

本文选题：平行概念 + 新版教材　；参考：《教学与管理》2015年20期

【摘要】：正苏教版小学数学实验教材经过了多年的探索实践,完成了升级改版,部分数学概念的定义方式也发生了变化。例如第七册《认识平行》,就将"平行"从2005年6月第2版的定义性概念,演化为2014年6月第1版的描述性概念。面对新版教材的概念"转型",在教学过程中,师生出现了不适状况。一次《认识平行》研讨课,执教教师就描述性地揭示了平行概念,但之后的图形判断平行、生活中寻找平行等环节,多次追问"它们为什
[Abstract]:After many years of exploration and practice, the textbook of primary school mathematics experiment in Zhengshu edition has been upgraded and revised, and the definition of some mathematical concepts has also changed. For example, Volume 7, Cognitive parallelism, evolves "parallelism" from the second edition of the second edition in June 2005 to the descriptive concept of the first edition in June 2014. Facing the concept transformation of the new textbook, teachers and students in the process of teaching appeared uncomfortable situation. In a seminar on "understanding parallelism", the teacher revealed the concept of parallelism in a descriptive way, but then the graphical judgment of parallelism, the search for parallelism in life, and so on, repeatedly asked, "what are they for?"
【作者单位】：江苏常州市新北区百丈中心小学;
【分类号】：G623.5

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